Can't view images? View as webpage.

July 21, 2020

Hello and welcome to the San Diego County Office of Education (SDCOE) Learning Continuity and Attendance Plan and Local Control and Accountability Plan Connection newsletter! SDCOE is committed to supporting local education agencies in developing and maximizing the impact of their plans. This biweekly communication is intended to support and inform anyone involved in the Learning Continuity and Attendance Plan, which is new this year due to COVID-19, and the Local Control and Accountability Plan (LCAP) processes.

Dr. Deborah Hernandez

Director

858-295-8827

New Learning Continuity and Attendance Plan Due to COVID-19

Due to the COVID-19 pandemic that closed school facilities and disrupted the 2019-20 school year, Senate Bill 98 established that the LCAP and the annual update to the LCAP are not required for the 2020-21 school year. Instead, SB 98 established the Learning Continuity and Attendance Plan requirement for districts. The Budget Overview for Parents was separated from the LCAP process and continues to be a requirement.

Senate Bill 98 and California Education Code (EC) Update

SB 98 establishes EC Section 43509 and the Learning Continuity and Attendance Plan (Learning Continuity Plan) requirement for the 2020-21 school year.

Learning Continuity and Attendance Plan Timeline and Requirements

The Learning Continuity Plan template will be available by Aug. 1, and districts are required to use it. View the draft template released by the CDE last week. Districts must submit an adopted Learning Continuity Plan by Sept. 30, to the appropriate authorizing body:

It’s important to note that reviewing authorities do not approve the Learning Continuity Plan. They may provide feedback by Oct. 30. With the exception of charter schools, governing boards of districts and county offices of education shall consider the written recommendations at a public meeting within 15 days of receiving the recommendations.

This year's professional learning offerings will highlight services and professional learning opportunities aligned to 2020-21 data collection, accountability requirements, and the Learning Continuity Plan and LCAP templates to support LEAs on their continuous improvement journey. Stay informed, network with educational leaders around the county, and engage in the continuous improvement process while focusing on equitable outcomes for all students.

Learning Continuity and Attendance Plan 101 

These workshops are designed for participants to learn about the Learning Continuity Plan due Sept. 30, Senate Bill 98, important timelines, and template requirements. The session will include a question and answer portion. Click the date and time below to register to attend. 

Putting It All Together (PIAT)

The annual Putting It All Together series brings together district and charter school leaders to focus on the latest information from the state and connect it to key actions and strategies for students’ success and improvement in Learning Continuity Plan and LCAP development. This year we’re including SDCOE’s Curriculum and Instruction team to provide a comprehensive approach in aligning state requirements with instructional design, learning loss mitigation, and the Multi-Tiered System of Support (MTSS) framework. Click the date and time below to register to attend each PIAT session.

Data Inquiry

Data matters. Data inquiry is a fundamental component of operationalizing equity and developing a Learning Continuity Plan. Gathering and analyzing data sets a strong foundation for focusing resources, systems, and programs. Additionally, it organizes and frames an LEA’s work in preparing to create aligned actions and services to improve student outcomes. This type of data inquiry adds depth and provides a pathway to setting goals.

In the Learning Continuity Plan, LEAs will address pupil learning loss that resulted from the COVID-19 disruption to in-person instruction during the 2019-20 and 2020-21 schools years, including:

What actions and strategies will the LEA use to address learning loss and accelerate

learning progress for pupils, as needed, and how will these strategies differ for pupils who are classified as English learners, are eligible for a free or reduced-price meals, or are foster youth, individuals with exceptional needs, pupils in foster care, and pupils who are experiencing homelessness?

How will the LEA measure the effectiveness of the services or supports provided to address learning loss?

Learn more about LCAP resources .

Operationalizing Equity

Per the California Department of Education, “Ensuring equity in education is a necessary component in narrowing the achievement gap. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve. High-quality schools are able to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of their students, with the aim of ensuring that all students are able to learn and thrive.”

This holds true with our current context. The integrated and comprehensive MTSS Framework aligns academic, behavioral, and social and emotional learning in a fully integrated system of support for the benefit of all students. MTSS offers the potential to create needed systemic change through intentional design and redesign of services and supports to be able to quickly identify and match those supports to the needs of all students (CDE Scale-Up MTSS Statewide or SUMS Initiative).

To ensure students receive the support they need to be successful in distance learning, it’s important to consider what all students will receive, what some may need, and what a few students will need. SDCOE designed the  Guidance for Districts Implementing MTSS in Distance Learning document to help plan student supports during COVID-19 from respective roles.